Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling

Jhony Alexander Villa-Ochoa, Jonathan Sánchez-Cardona and Paula Andrea Rendón-Mesa
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Jhony Alexander Villa-Ochoa: School of Education, Universidad de Antioquia, Medellín 050010, Colombia
Jonathan Sánchez-Cardona: School of Education, Universidad de Antioquia, Medellín 050010, Colombia
Paula Andrea Rendón-Mesa: School of Education, Universidad de Antioquia, Medellín 050010, Colombia

Mathematics, 2021, vol. 9, issue 8, 1-15

Abstract: This document reports how formative assessment strategies promote the knowledge of modeling of pre-service mathematics teachers. This knowledge is understood from content and vehicle points of view. Formative assessment strategies were designed and experimented with 14 participants in a mathematical modeling course offered to pre-service teachers in a Colombian university. Thematic analysis was conducted on lesson plans built by pre-service teachers. In those plans, they evinced knowledge of class management, mathematics teaching, problem solving, and modeling teaching. Finally, the collective construction of assessment rubrics is highlighted. Its contributions and limitations as a formative assessment tool are reported. The role played by the advisors’ feedback and support to pre-service teachers is also presented.

Keywords: formative assessment; mathematical modeling; teacher education; teachers’ knowledge (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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